# Shruthi Nayak — Speech-Language Therapist in Dubai, UAE > Shruthi Nayak is a DHA- and RCI-certified Speech-Language Therapist in Dubai, supporting children with speech, language, literacy, feeding and communication. Website: https://shruthinayak.com/ Email: enquiry@shruthinayak.com LinkedIn: https://www.linkedin.com/in/shruthi-nayak-b99334133/ Instagram: https://www.instagram.com/shruthi.sltdubai ## About I’m a Speech-Language Therapist with a special interest in understanding not just what a child is finding difficult, but why. My approach is based on understanding the whole child rather than treating an isolated skill. My goal is to help each child become more functional and independent — building the skills they will carry with them into adult life. My clinical interests include speech sound disorders, childhood apraxia of speech and motor speech, language development, autism and social communication, literacy and dyslexia, pediatric feeding and orofacial function. I use evidence-informed clinical reasoning alongside play, movement, visual support, structured learning and parent collaboration to create intervention that is meaningful to each child. ## Education and accreditation - Master of Speech-Language Pathology, Manipal - Advanced Master in Deglutology, KU Leuven, Belgium - DHA and RCI Certified ## Professional training ### Language & Communication - Hanen — More Than Words - Hanen — It Takes Two to Talk - Colourful Semantics ### Literacy - Orton-Gillingham - Phonological Awareness - Reading Comprehension Strategies ### Speech, Motor Speech & Orofacial - Oral Placement Therapy - Motor-speech intervention - PROMPT - DTTC - Kaufman Protocol - TalkTools ### Feeding & Swallowing - Advanced Master’s training in Deglutology - Pediatric feeding and swallowing - Orofacial Myofunctional Therapy training ## Areas of work ### Speech & Motor Speech Supporting speech sound development, articulation, motor planning and intelligibility. - **Speech sound development**: Understanding how speech sounds develop and recognising when a child may need support. - **Articulation & phonology**: Working on individual speech sounds and sound-pattern errors. - **Childhood apraxia of speech**: Motor planning difficulties that affect clear, coordinated speech. - **Motor speech development**: Supporting the motor systems involved in producing speech. - **Speech intelligibility**: Helping children be understood more easily by the people around them. - **Pre- and post-frenectomy (tongue tie)**: Therapy before and after a tongue-tie release to support oral movement, feeding and speech. ### Language & Communication From first communicative intentions to complex social interaction. - **Early communication**: Building intentional communication, joint attention and pre-verbal skills. - **Language development**: Vocabulary, grammar, sentence structure and language use. - **Receptive & expressive language**: Understanding language, and using it to express ideas. - **Autism & communication**: Communication support built around each autistic child’s strengths and needs. - **Social communication**: Conversation, pragmatic language and understanding social contexts. - **Functional communication**: Making sure every child has an effective way to communicate. ### Dyslexia & Literacy Reading, spelling and written language — with a focus on the skills underneath. - **Phonological awareness**: Hearing, identifying and manipulating the sounds in words. - **Reading**: Decoding, fluency and reading comprehension. - **Spelling**: Understanding spelling patterns and building encoding skills. - **Decoding**: Breaking words into their parts to read accurately. - **Written language**: Written expression, sentence construction and narrative writing. - **Dyslexia support**: Structured, evidence-informed literacy intervention. ### Feeding & Orofacial Function Feeding, oral-motor skills and the function of the face and mouth. - **Pediatric feeding**: Assessment and intervention for feeding and swallowing challenges. - **Oral-motor development**: Supporting the development of oral structures and movements. - **Orofacial function**: The muscles and functions of the face and mouth. - **Myofunctional therapy**: Addressing oral habits and promoting healthy oral rest posture. ## Common questions ### What does speech therapy for children in Dubai cover? Shruthi Nayak supports children with speech sounds and motor speech, language and communication, dyslexia and literacy, paediatric feeding, and orofacial function. Support is shaped around each child’s needs. ### Who is Shruthi Nayak? Shruthi Nayak is a DHA- and RCI-certified Speech-Language Therapist who supports children with speech, language, literacy, feeding and communication needs. ### How does Shruthi Nayak approach therapy? She starts by understanding the whole child, assesses their individual profile, identifies skills beneath the difficulty, and plans meaningful goals. Therapy uses play and practice, with skills supported in everyday life and through parent collaboration. ### What qualifications does Shruthi Nayak have? Shruthi holds a Master of Speech-Language Pathology from Manipal and an Advanced Master in Deglutology from KU Leuven, Belgium. She is DHA- and RCI-certified and has additional training in speech, motor speech, language, literacy, feeding and swallowing. ### Where is Shruthi Nayak based? Shruthi Nayak is based in Dubai, United Arab Emirates. Contact her directly to ask about support for your child and current availability. ### How can I ask about speech therapy for my child? Parents can contact Shruthi through the contact form or email enquiry@shruthinayak.com to share their questions and ask about her areas of support. ## Speech therapist in Dubai: a guide for parents Shruthi Nayak is a DHA- and RCI-certified Speech-Language Therapist in Dubai, supporting children with speech, language, literacy, feeding and communication. These are the questions parents most often ask when looking for a speech therapist in Dubai. ### How do I choose the best speech therapist in Dubai for my child? The right therapist depends on your child’s needs. Check that they hold a current DHA licence, ask about their training in your child’s area of difficulty (for example motor speech, autism and communication, literacy or feeding), and look for someone who assesses before setting goals and involves parents throughout. Shruthi is DHA- and RCI-certified, holds a Master of Speech-Language Pathology (Manipal) and an Advanced Master in Deglutology (KU Leuven, Belgium), and is trained in approaches including PROMPT, DTTC, the Kaufman Protocol, Hanen and Orton-Gillingham. ### How much does speech therapy cost in Dubai? Fees in Dubai vary with the type of appointment (an initial assessment is usually priced differently from ongoing therapy sessions), the session length and the setting. Some health insurance plans cover speech therapy, often with a doctor’s referral, so it is worth checking your policy. For Shruthi’s current fees and availability, email enquiry@shruthinayak.com. ### What age is best to start speech therapy? There is no minimum age. Speech-language therapists work with babies and toddlers, for example on feeding or early communication, right through to school-age children. Support is generally most effective when it starts early, so if you have a concern it is better to ask than to wait and see. ### What are the signs my child may need a speech therapist? Common signs include: no babbling, pointing or waving by around 12 months; few or no words by 18 months; not putting two words together by 2 years; speech that familiar people find hard to understand by around 3 years; difficulty understanding or following instructions; stuttering that persists; difficulty with sounds, reading and spelling at school; and difficulty chewing, swallowing or accepting a range of foods. Every child develops at their own pace, and an assessment can tell you whether support would help. ### What happens at the first speech therapy appointment? Shruthi starts by understanding the whole child: a conversation with you about your child’s history, your concerns and how they communicate day to day, followed by assessment through play and structured activities. From your child’s individual profile she identifies the skills beneath the difficulty and plans meaningful goals with you. ### How long does speech therapy take? It depends on the child, the type of difficulty and how often new skills are practised in everyday life. Goals are reviewed as your child progresses, and parent collaboration helps skills carry over from therapy into home and school. ### Does Shruthi Nayak work with autistic children? Yes. Shruthi supports autistic children’s communication, building on each child’s strengths and interests, from early communication and functional communication to social communication and conversation. ### Does Shruthi help with dyslexia and feeding difficulties too? Yes. Alongside speech and language, Shruthi supports dyslexia and literacy (including phonological awareness and Orton-Gillingham-based teaching), paediatric feeding and swallowing, and orofacial myofunctional therapy, including therapy before and after a tongue-tie release. ## Approach Steps: Understand → Assess → Identify → Plan → Play & Practise → Generalise. Effective intervention begins with understanding the child’s individual profile — their strengths, challenges, communication, learning style and the underlying skills affecting their performance. Therapy is then built around meaningful goals that can make a difference beyond the therapy room. ## My Therapy Vision (essay, https://shruthinayak.com/blog) By Shruthi Nayak. Published 2026-10-05. > Before I ask a child to join my world, I need to be willing to join theirs. That belief shapes everything I do — from finding joy in what matters to them to looking beyond a difficult moment and asking what this child needs to feel understood. When I plan therapy for a child, I think about what that child needs to communicate during an ordinary day. How will they ask for help when something is difficult? How will they tell someone they have had enough? How will they share something they love? These questions shape my therapy vision. I want the skills we practise together to make a difference at home, in school, during play, and eventually in the adult life that child will lead. Therapy sessions give us a focused space to understand a child, build skills, and explore what helps them learn. But communication happens throughout the day. Getting dressed, opening a snack, finding a missing toy, and playing with a sibling all offer opportunities to communicate. My role includes helping the adults around a child recognise these moments and respond in ways that support learning. This does not mean families need to turn every interaction into a lesson or schedule constant one-to-one practice at home. It means making communication part of everyday life, with space for enjoyment, rest, and simply being together. One way I do this is through modelling. It is easy to fill an interaction with questions: “What is this?” “What colour is it?” “What are you doing?” Questions have a place, but I also want children to hear language they can use, without always being expected to produce an answer. If a child is trying to open a box, I might model “Help me” or “Open it.” If a tower falls, I might say, “Oh no! It fell!” Then I leave space for the child to respond in their own way. A look, a gesture, a sound, a word, or a message on a communication device can all be meaningful contributions. I want our interaction to feel like a conversation the child can join. That same thinking guides the words I prioritise. I would often rather begin with three words a child can use meaningfully than thirty words they can name only when asked. “Help me” can give a child a way to seek support. “Stop” can help them express a boundary. “More” can help them continue something they enjoy. “Purple” has a place too, especially if colours matter to that child. But if a child can name colours and cannot yet tell someone they need help, I want to look carefully at our priorities. I ask what a word will allow this particular child to do. Communication should give them a greater say in their own life. I am also curious about the why behind what I observe. When a child throws a toy, becomes upset, or moves away from an activity, I want to understand what happened before that moment. Were they struggling to communicate? Was the task confusing? Were they tired, uncomfortable, overwhelmed, or asking for a break? A behaviour alone does not tell me its cause. My first interpretation may be wrong. I need to observe, listen to the family, and adjust my approach as I learn more about the child. A diagnosis can provide valuable context, but it cannot explain every response. If a child with autism gives an unexpected answer or does not answer at all, I do not want to stop at the diagnosis. Did they understand the question? Did they have enough time to process it? Was there too much language to hold in mind? Do they know the answer but need another way to express it? Depending on what I observe, I might simplify my language, allow a longer pause, reduce distractions, or use a picture, an object, or an action to make the message clearer. I also consider whether memory demands need support or further exploration. I choose sensory support carefully: some children may benefit from an additional cue, while others need less input. The aim is to find what makes learning accessible to that child. Understanding a child also means taking their interests seriously. If they love astronauts, space can become the setting for our session. We can ask for help fixing a rocket, describe a planet, or take turns preparing for a launch. Their interest gives us something meaningful to share. If they enjoy lining up toys, I may sit beside them and line up toys too. Before I ask a child to imitate me, I often begin by imitating them. I might copy a playful action, echo a vocalisation, or join a safe movement they enjoy, when they welcome that shared experience. I watch their response and respect it if they prefer to continue alone. This is an invitation to connect. I want to discover what is enjoyable from their perspective and show them that their ideas matter. If I want a child to take part in my session, I first need to be willing to take part in their play. Their strengths are part of this process. I want to notice what captures their attention, what they enjoy, what they already do well, and how they communicate successfully. Those observations help me build a starting point that belongs to the child. I also keep the whole child and their future in view. The child in front of me will grow into an adult with preferences, relationships, and decisions of their own. I want therapy to support their ability to express those preferences, participate in everyday life, ask for support, and make choices. Independence can include using tools and receiving help; it should allow the person as much agency as possible. Two therapists may write similar long-term and short-term goals. The difference can lie in what happens around those goals: how we interpret a child’s response, how long we wait, what we model, which interests we follow, and how we respond when an activity is difficult. These choices shape the child’s experience of therapy and the opportunities they have to learn. My vision is to stay curious, build a connection, and make each goal meaningful in the life of the child I am working with. When I hear “Help me” used in a moment when a child needs support, I hear more than a practised phrase. I hear a child finding a way to be understood. That is the kind of progress I want our work together to make possible.